I. ASCRC General Education Form (revised 2/8/13)
Use to propose new general education courses (except writing courses), to change existing
gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
II. Mathematics
VII: Social Sciences
(submit
III. Language
VIII: Ethics & Human Values
separate forms
III Exception: Symbolic Systems * IX: American & European
if requesting
IV: Expressive Arts
X: Indigenous & Global
more than one
V: Literary & Artistic Studies
XI: Natural Sciences
general
w/ lab  w/out lab X
education
VI: Historical & Cultural Studies
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Geography
Course #
111N
Course Title
Prerequisite
Introduction to Physical Geography
None
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
3
Date
Instructor
Ulrich Kamp
Phone / Email 6469, ulrich.kamp@umontana.edu
Program Chair Sarah Halvorson
Dean
Chris Comer
III. Type of request
New
One-time Only
Renew X
Change
Remove
Reason for Gen Ed inclusion, change or deletion
Description of change
IV. Description and purpose of new general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
An introduction to physical geography; the study of the Earth system’s including atmosphere,
hydrosphere, lithosphere, and biosphere. Examination of relationship between natural
environments and society. The course begins with basics in cartography. It then examines the
principles and mechanisms of climate and weather and then surveys tectonics, landforms and
earth surface processes. The final section of the class examines vegetation and ecosystems on
global and regional scales.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Courses explore a discipline in the natural
sciences and demonstrate how the scientific
method is used within the discipline to draw
scientific conclusions.
Courses address the concept of analytic
uncertainty and the rigorous process required to
take an idea to a hypothesis and then to a
validated scientific theory.
The course explores earth systems including
atmosphere, hydrosphere, lithosphere, and
biosphere. For example, the weather and
climate section includes the analysis and
interpretation of TV/internet weather
forecasting maps leading to the development
of meteorological laws.
Students gain familiarity with the processes
surrounding hypothesis testing and the
uncertainties associated with theories that are
now widely accepted but once disputed. For
example, Alfred Wegener was not able to
prove his hypothesis of continental drift in
the 1910s and 1920s. Only improved
scientific equipment allowed for exact
measurements in the 1950s and 1960s that
led to the theory of plate tectonics.
N/A. (The transition of GPHY 112
Introduction to Physical Geography into a
natural sciences GenEd course GPHY 112L
is in process).
Lab courses engage students in inquiry-based
learning activities where they formulate a
hypothesis, design an experiment to test the
hypothesis, and collect, interpret, and present
the data to support their conclusions.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
understand the general principles associated
Discussions range from basic principles of
with the discipline(s) studied;
atmospheric influences on insolation to how
Alfred Wegener designed his hypothesis of
continental drift.
understand the methodology and activities
In bi-weekly exercises students examine
scientists use to gather, validate and interpret
datasets and do a variety of analyses of
data related to natural processes;
scientific figures and data tables.
detect patterns, draw conclusions, develop
Although this >100 students course does not
conjectures and hypotheses, and test them by
allow for in-class experiments, the nature of
appropriate means and experiments;
scientific experiments is explained for many
topics. The temperature-related layered
structure of the atmosphere can be analyzed
with a simple rising weather balloon
including a thermometer.
understand how scientific laws and theories are
We discuss the history of science reflecting
verified by quantitative measurement, scientific the development of laws and theories. The
observation, and logical/critical reasoning; and
theory of plate tectonics is supported by
measurements of sea-floor spreading.
Glacier melt in mountains as a result of
climate change has been revealed by
satellite imagery analysis.
understand the means by which analytic
uncertainty is quantified and expressed in the
natural sciences.
Analytic uncertainty is explained during the
lectures. The differences between
hypothesis, theory, and natural law are
explained. Weather forecasting becomes
increasingly uncertain with longer time
windows.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
N/A.
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
See accompanying file.
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.